Pre-observation Questions Non-Tenured

Domain 1: Planning and Preparation

Educator Amanda Gade
Observer Kate Drake
Grade Level/Curriculum Area Observed
Math

Date of Pre-Conference
Date of Observation
Date of Post-Conference

3.9.15
3.10.15

Please answer these questions concerning the lesson / class to be observed. Your responses will then serve as the basis for conversation
during the Pre-observation conference.
1.

Briefly describe the students in this class (e.g. students background, skills, interests). [Component 1b]

I have 22 students in my class, 11 girls and 11 boys. Academically speaking, I have a large high group and a smaller low group. My
students that are low are quite intesively low. I have a strong leaders in my middle group. My giraffe team is full of independent, creative
leaders. They are a fantastic mix of kids and work together as a team!
2. What are the objectives for the lesson? What do you want the students to learn? [Component 1c]
The learners will use their schema about picture graphs and their knowledge from the previous lesson to begin reading picture graphs. I
want students to learn how to read a picture graph and answer questions [comparison] or make observations about the picture graph.
3. How do these objectives support the districts curriculum, state frameworks, and the content standards? [Component 1c]
Unit 5 Math Expression CCSS
4. Where does this lesson fit in your unit plan (e.g. does this lesson build on previous lessons, and how does it lead to future
learning)? [Component 1e]
This lesson is the fourth lesson in unit 5. The first two lessons were on time/reading analog clocks. The third lesson was an introduction to
picture graphs. This unit will build on graph knowledge by adding in bar graphs and using data to answer questions and make observations
about data.
5. What materials, resources and technology will you use? [Component 1d]
I will use the smartboard & lesson tools. I will use activotes at the end of the lesson. Differentiated instruction cards, iPads [spalsh math],
ME workbooks, math journals, whiteboards, sticky notes.
6. How will students be grouped for learning (e.g. individual, pairs, small groups, whole class)? [Component 1e]
Whole group, partners, then learning centers are grouped by ability [below level, at level, above level]
7. Provide an outline of this lesson. [Component 1e]
attached
8. What difficulties do you anticipate students experiencing in this area, and how do you plan to accommodate these difficulties?
[Components 1a & 1b]
I can forsee difficulties with my circle/below level group in this lesson. I think the idea of a picture graph is simple because we graph each
week in our data binders and have done other types of graphing throughout the year for fun. I think the idea of viewing the graph
horizontally could be very tricky. I think that group may have issues answering the higher level questions regarding the graph [ex.
comparison questions] and making the connection back to the comparison problems that we have been working on all year. If I notice
issues with this group, I take note and pull them as a small group at the end of the day or at the beginning of the following day.
Another issue is management. My square group [above level] sometimes has a tricky time during math workshop. Sometimes, their math
centers are tricky and many of them have a tough time synergizing when there is team work involved or a game. They are working on
thinking win-win and working together as a team even if their center is tough. I am working on giving them practice in social conflicts or
issues so that they can have those problem-solving skills.
9. How will the presented lesson contribute to student growth and how will you measure student growth? [Component 1f]
I think my presented lesson will contribute to student growth because the lesson challenges each student at their own learning level and
Planning Form Page 1 of 3
Pre-Observation Questions
Rev. 8/10/12

works towards the path of the unit [graphing, reading graphs, obtaining data from graphs, answering questions about graphs]. Each center
is planned and targeted to support the mini lesson. I will measure student growth based on observation, math journals, math workbook and
student conferences.Results of the activote quiz are also a great check in.
10. How do you plan to use the results of the assessment? [Component 1f]
As stated above, these results will help support my knowledge of the students who need additional intervention.
Please attach copies of any handouts, worksheets and/or assessment tools you plan to use for this lesson along with a seating chart
If there are any changes, please use the lesson modification form

SECONDARY SCHEDULE
Schedule
1st Hour:
2nd Hour:
3rd Hour:
4th Hour:
5th Hour:
Lunch:

Planning Form Page 2 of 3

Pre-Observation Questions
Rev. 8/10/12

6th

7th

8th

Planning Form Page 3 of 3

Pre-Observation Questions
Rev. 8/10/12